Bases de competências da gestão escolar ante à função social da escola pública.

Abstract

This study aims to analyze the technical-pedagogical competencies through which school leaders in the city of Cajazeiras-PB address the demands involved in managing educational processes within public schools. The theoretical framework is grounded in the works of Paro (1994), Libâneo (2004), Bueno (2001), Pérez Gómez (2000), and Oliveira (2009). To achieve its objective, the study identified four empirical categories emerging from data analysis: School Management; Organization of Pedagogical Work; Social Function of the School; and Social Function of the Public School. The research is descriptive, exploratory, and qualitative in nature, employing semi-structured interviews and observations during data collection. Key findings include: a) the necessity of knowledge related to management theories and understanding the social function of schools for effective public school operations; b) a critical comprehension of curriculum theory; c) articulation of teaching practices aligned with the school’s social function; d) promotion and optimization of pedagogical work organization and teacher-student relationships; and e) school-family-community interaction. The study concludes that school leaders must revisit their conceptions of public school management, moving beyond bureaucratic routines to embrace the school’s social function as essential to team development, institutional culture, and addressing the challenges of student schooling.